On Day 1 in Morocco, one of the school’s two International Education Program trips during March break, the students immersed themselves in the culture of Rabat, the capital city of Morocco.  

“The real fun,” wrote one student on the blog about the trip, “began with a scavenger hunt in the Medina, the heart of the old city, filled with narrow streets and colorful souks [marketplaces]. As we wandered through the market, we were captivated by the explosion of colors and the scent of spices — cinnamon, saffron, cumin, and fresh mint. We took every opportunity to practice our French and Arabic, chatting with friendly vendors who enthusiastically shared the stories behind their handcrafted goods.”  

That night a Moroccan band played at dinner, which featured local cuisine. Sights and sounds and smells. And local people. At the heart of the IEP trips, which are conducted by Loomis Chaffee’s Alvord Center for Global & Environmental Studies, is meeting local people, learning about their culture, understanding and practicing the language, and appreciating history. 

The Moroccan trip ended on what the blog said was a “breathtaking note with a visit to the Hassan II Mosque in Casablanca. As we approached, the scale of the mosque left us in awe. Sitting proudly on the edge of the Atlantic Ocean, it felt as if the building itself was floating on water. The minaret [at 689 feet tall] soared into the sky, a striking symbol of faith and craftsmanship.” 

In between Day 1 and the final day were many other opportunities to learn about the country and its people and to practice Arabic, French, and Spanish. 

The students on the IEP trip to Spain, also held from March 7 to 17, started with an unforgettable hike on Caminito del Rey, which Spain’s official tourism website says is “spectacular from beginning to end, running through cliffs, canyons, and a large valley.” No wonder one student on the blog wrote: “I’ve never seen anything like that before. ... I killed my phone battery by taking so many photos.”  

Much of what students do on these trips is organized, but some of what they experience just happens.  Such was the case in Spain. 

From the blog: “We explored the streets of Córdoba, going into shops and walking through the Calleja de las Flores. During our exploration, we ran into a group of Spanish and Italian students and joined them for a spontaneous game of soccer in the street. We also took the chance to practice our Spanish when meeting them and in the shops.” 

A memorable stop for those visiting Spain was the Alhambra, a palace and fortress of the Moorish monarchs in Granada. “As soon as we arrived,” the blog noted, “we met our tour guide, Alfonso, who immediately began to tell us jokes. The tour was super interactive, funny, and informative, with Alfonso going so far as assigning us roles in the ancient kingdom and insisting on taking our photos for us. Not to mention, the views were stunning: archaic, intricate carvings with bright, spotted coloring and fountains and pools that spread across hundreds of feet. The Alhambra was gorgeous.” 

When the students were a week into the trip, their language skills well-practiced, the blog noted that their conversational Spanish also was well-executed: “We had another successful day of ordering our meals in Spanish and speaking to locals in the city – hooray!” 

“Hooray” is one word that sums up both trips. Hooray to the students, to the local people, to a new understanding of others, for all the shared moments and memories. 

“The students truly were the heart of this experience,” wrote Sandrine Sebag, a French teacher who was one of the faculty members on the trip to Morocco. “Their curiosity knew no bounds, and their enthusiasm for learning was nothing short of remarkable. They consistently asked insightful questions, engaged deeply with the local culture, and showed a genuine interest in the stories shared by the families we met and our local guides. As a teacher, it was a joy to witness their growth — not only in language but in cultural understanding and personal connections. “